How Depth of Knowledge Drives Learning and Assessment

How Depth of Knowledge Drives Learning and Assessment Depth of Knowledge- also referred to as DOK- refers to the depth of understanding required to answer or explain an assessment-related item or a classroom activity. The concept of depth of knowledge was developed in the 1990s through research by Norman L. Webb,  a scientist at the Wisconsin Center for Education Research. DOK Background Webb originally developed depth of knowledge for mathematics and science standards. However, the model has been expanded and used in language arts, mathematics, science, and history/social studies. His model has increasingly become more popular in state assessment circles. The complexity of an assessment task is increasingly more difficult because the level often increases requiring multiple steps to complete. Does this mean that learning and assessment should not include level 1 tasks? On the contrary, learning and assessment should include a diversified set of tasks requiring students to exhibit a range of problem-solving skills within each level of complexity.  Webb identified four distinct depth of knowledge levels. Level 1 Level 1 includes basic recall of facts, concepts, information, or procedures- the rote learning or memorization of facts- an essential component of learning. Without a strong foundation of basic knowledge, students find it difficult to perform more complex tasks. Mastering level 1 tasks builds a foundation allowing students to attempt to complete higher-level tasks successfully. An example of level 1 knowledge would be: Grover Cleveland was the 22nd president of the United States, serving from 1885 to 1889. Cleveland was also the 24th president from 1893 to 1897. Level 2 Level 2 depth of knowledge  includes skills and concepts such as the use of information (graphs) or solving problems that require two or more steps with decision points along the way. The foundation of level 2 is that it often requires multiple steps to solve. You must be able to take what is there and fill in certain gaps. Students cannot simply recall the answer though some prior knowledge, as is the case with level 1. Students must be able to explain how or why in level 2 items. An example of a level 2 DOK would be: Compare and contrast a composite, cinder cone, and shield volcano. Level 3 Level 3 DOK includes strategic thinking that requires reasoning and is abstract and complex. Students must analyze and evaluate complex real-world problems with predictable outcomes. They must be able to reason their way through the problem logically.  Level 3 questions often require students to pull from multiple subject areas using a range of skills to come up with a solution that works. An example would be: Write a persuasive essay, citing evidence from other sources such as text, to convince your school principal to allow students to have and use their cell phones in class. Level 4 Level 4 includes extended thinking such as an investigation or application to solve complex real-world problems with unpredictable outcomes. Students must strategically analyze, evaluate, and reflect over time often having to change their approach on their way to coming up with an amicable solution. An  example of this level of knowledge would be: Invent a new product or create a solution that solves a problem or helps make things easier for someone within the confines of your school. DOK in the Classroom Most classroom assessments consist of level 1 or level 2 type questions. Level 3 and 4 assessments are more complex to develop, and they are also more difficult for teachers to score.  Yet, students need to be exposed to a variety of tasks at differing levels of complexity to learn and grow. Level 3 and 4 activities are challenging in different ways for both students and teachers, but they also offer many benefits that level 1 and level 2 activities cannot provide. Teachers would be best served by using a balanced approach when deciding how to implement depth of knowledge into their classrooms.

Diffusion and Osmosis Lab Activity Essays - Membrane Technology

Diffusion and Osmosis Lab Activity Essays - Membrane Technology Diffusion and Osmosis Lab Activity Dr. Alan Rizzo IB Biology SL Year 1 October 10, 2013 Diffusion and Osmosis Lab Activity Activity A Glucose concentration Time (min)Observation Glucose stripLugols solution (Starch indicator)Dialysis tube of glucose starch solution 0Test pad has green color, indicating 300mg/dL of glucose.Dark and transparent amber with tints of red. It is not uniform: contains dark spots of red color. Solution has translucent, pale, milky, cloudy white color. 3Test pad is yellow with a tint of green in various spots, indicating the concentration of glucose as being less than 100mg/dL. 15Test pad is very dark with green color, indicating glucose concentration of 1000mg/dL.Transparent, paler yellowish brown with tints of lighter shade of orange.Solution becomes less translucent and less milky. Data collection Conclusion and Evaluation From this experiment, it is perceived that the size of molecules matter when passing through a semi-permeable membrane. The dialysis tube initially contained only starch and glucose molecules. But because it was submerged in Lugols solution that had higher concentration of Iodine for a period of time, as a result of diffusion, indicator solutions molecules that consisted of iodine naturally moved from a region of higher concentration to a region of lower concentration. On the other hand, glucose and starch are both macromolecules that are large in size. Glucose molecules are smaller, and some of them were able to diffuse through the dialysis membrane into Lugols solution while starch molecules were too large and remained in the dialysis tube. In the end, molecules in Lugols solution and glucose molecules were present outside the tube. Inside the tube, there were Lugols solutions molecules, remaining glucose molecules and starch molecules. The concentration of all solutions is balance d inside and outside the dialysis tube consequently. This experiment showed one systematic error. The dialysis tube, after being in amber-colored Lugols solution for a long time, should turn darker or black in color. Becoming darker in color indicates the diffusion of Lugols solutions molecules that pass through the membrane. In order to clarify this error, more trials of this experiment should be conducted on several dialysis tubes, which will cause the data to be less anomalous and more accurate. Activity B Potato sticks and salt concentration Introduction Hypothesis: The longer the time period potato sticks are left in salt solution, the more flexible they will become as most potato cells will be in the state of hypertonic solution. Potato sticksObservation - Effects of salt solution on potato sticks) BeforeAfter Rigid, bendable, rough Snaps broken Pale yellow Average length of 3 cmExtremely flexible Paler shade of yellow Does not snap broken when bent Average length of 2.9 cm Data collection Conclusion The experiment proves my hypothesis correct. This experiment causes potato cells to shrink as a result of osmosis diffusion. Initially, the concentration in potato cells is high, while the concentration of water in salt solution. Osmosis, movement of water molecules from a region of higher concentration to a region of lower concentration, caused water molecules within each cell to diffuse out into the salt solution in order to create equilibrium of concentration both in and outside the potato cells. Consequently of the decrease in amount of water in each cell, the flexible cellular membrane was pulled in and more wrinkled-like; the cell shrank in general. With cells now shrank and less rigid, potato sticks became more bendable and very flexible. Activity C Red onion cells and 2% NaCl solution Introduction Hypothesis: If red onion cells are exposed to 2% NaCl solutions drop longer, cell membranes will shrink further, as a result of becoming hypertonic solution. Conclusion This experiment demonstrated the process of osmosis and supports my hypothesis. By using the microscope, it was noticeable that red onion cells cell membranes were shrunk after a drop of 2% NaCl solution was put on the coverslip. It was the result of osmosis, which is the movement of water molecules from a region of high concentration to a region of lower concentration. When NaCl solution was dropped on the coverslip and entered red onion cells, the internal environment of each cell is more concentrated in terms of water. Consequently, the water molecules left the cells for the external environment, which had lower concentration of water molecules in order to create equilibriums inside and outside of the cell. The cell walls did not shrink as they serve as

SWOT Analysis of Wal Mart and Carrefour in China Essay

SWOT Analysis of Wal Mart and Carrefour in China - Essay Example Also, being a globally renowned company, the company can face a number of issues politically as well as other external factors. The company also faces high levels of cost competition across the country. Carrefour is one of the worlds second largest and the largest retailer in Europe. The company has been in the Chinese markets for the past few years and has opened as many as ten stores in China at the end of 2010. The main strengths of the company here include its strong global brand name and brand image. Also, the company’s strong experience and knowledge of the industry provides it with an upper hand. Also, since Carrefour has been in China since 1995, the company has strong suppliers and strong contacts within the country. The weaknesses of the company, however, include lack of strong and well-integrated systems within the country. Carrefour uses the strategy of adopting the country as many small markets instead of one large market. This leads to a lack of a strong integrat ed system for the company. In terms of the opportunities, Carrefour has a strong opportunity to enter into the development of small stores across the country as well as to use their strong relations with the suppliers to expand its business and increase the number of stores, considering the size of the Chinese markets (Carrefour). Finally, in terms of the threats, it is clear that the company also faces high levels of threats from other competitors like Wal Mart and also the small local retailers.